Evaluation of digital reference services in academic libraries in Namibia

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MASTER’S THESIS IN LIBRARY AND INFORMATION SCIENCE SWEDISH SCHOOL OF LIBRARY AND INFORMATION SCIENCE

2014:7

Evaluation of digital reference services in academic libraries in Namibia

WILHELM ELINASHE UUTONI

© Wilhelm Elinashe Uutoni

Partial or full copying and distribution of the material in this thesis is forbidden.

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English title: Evaluation of digital reference services in academic libraries in Namibia Swedish title: Utvärdering av digitala referenstjänster på akademiska bibliotek i Namibia.

Author: Wilhelm Elinashe Uutoni

Finished: 2014

Supervisor: Elena Maceviciute

Abstract: Launching of digital reference services by academic libraries is on the increase. Libraries are exploring new ways of expanding their services by interacting with users and responding to user inquiries via the Internet, especially students enrolled on the distance mode of studying. The purpose of this study was to evaluate digital reference services at the Polytechnic of Namibia library and the University of Namibia library.

Two aspects were evaluated, namely, ‘Resources’ and ‘elements of the general digital reference model ’. This study was a summative evaluation study in which semi-structured interviews and observations were used to collect data. The research findings showed that these libraries used the general digital reference model in providing responses to the library users.

The study established that the two libraries did not follow the IFLA and RUSA standards of staffing and training of librarians working with digital reference services. The study further found that a lack of ability to fully demonstrate to users how to access various library services was one of the major problems that the librarians experienced.

Key-words: Digital reference services, reference services evaluation, service

evaluation, Namibia

iii Acknowledgements

I wish to sincerely thank the many people and institutions who made this study possible through their contribution, support, comments and guidance throughout my studies. However, the following people deserve special mention:

Firstly, I would like to thank my supervisor, Prof Elena Maceviciute, my parents (Thomas Uutoni and Hilda Uutoni), my mentor Prof Cathrine Nengomasha, my fellow students at the University of Borås (Elisabeth Mueller Nylander, Magdalena Szuflita and Ramune Kuzminiene), Prof Kingo Mchombu, Dr Beukes-Amiss, Dr Petrus Angula Mbenzi, Simon Lumbu, Aksel Thele, Etutega Nashima and Jona Mongudhi.

I also wish to thank the Staff Development Committee at the University of Namibia for granting me financial assistance to travel to Sweden during my studies.

I am also grateful to the University of Namibia and Polytechnic of Namibia library management

for granting me permission to carry out the research, and the librarians who participated in this

study.

iv Table of Contents

English title: Evaluation of digital reference services in academic libraries in Namibia ... ii

Acknowledgements ... iii

List of tables and figures ... vii

Abbreviations ... viii

CHAPTER ONE: INTRODUCTION ... 9

1.1 Introduction ... 9

1.2 Problem statement ... 10

1.3 The purpose of the study ... 11

1.4 Research questions ... 12

1.5 Limitations of the study... 12

1.6 Structure of the thesis ... 12

CHAPTER TWO: LITERATURE REVIEW ... 14

2.1 Introduction ... 14

2.2 Digital reference services and their types ... 14

2.3 Evaluation studies ... 15

2.4 Importance of evaluation ... 17

2.5 Staffing of libraries providing digital reference services ... 17

2.6 Training of librarians working with digital reference services ... 18

2.7 Competency of librarians dealing with digital reference services ... 19

2.8 Challenges experienced by libraries in providing digital reference services ... 21

2.9 Summary ... 22

CHAPTER THREE: THEORETICAL FRAMEWORK ... 23

3.1 Introduction ... 23

3.2 General digital reference model ... 23

3.3 IFLA and RUSA guidelines used to evaluate digital reference services ... 26

3.4 Summary ... 27

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CHAPTER FOUR: RESEARCH DESIGN AND METHODOLOGY ... 28

4.1 Introduction ... 28

4.2 Types of evaluation studies ... 28

4.3 Data collection procedure... 29

4.4 Research instruments... 30

4.4.1 Interviews ... 30

4.4.2 Interview guides ... 30

4.4.3 Observation checklist ... 31

4.5 Data analysis and presentation ... 32

4.6 Research ethics ... 33

CHAPTER FIVE: CONTEXT OF THE STUDY ... 34

5.1 Introduction ... 34

5.2 Background of Namibia ... 34

5.3 Languages spoken in Namibia ... 34

5.4 Education system in Namibia ... 34

5.5 Libraries in Namibia... 35

5.6 Academic libraries (libraries at tertiary institutions)... 35

5.7 Polytechnic of Namibia ... 36

5.8 Polytechnic of Namibia library ... 36

5.9 University of Namibia (UNAM) ... 38

5.10 University of Namibia library ... 39

CHAPTER SIX: PRESENTATION OF RESEARCH DATA ... 42

6.1 Introduction ... 42

6.2 Participants in the study ... 42

6.3 Research data: L1 ... 43

6.3.1 The process of providing feedback to library users using digital reference service (General

digital reference model) ... 43

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6.3.2 Training for librarians working with digital reference services ... 44

6.3.3 Barriers in providing digital reference services ... 45

6.3.4 How digital reference services can be improved ... 45

6.3.5 Future plans for digital reference services ... 45

6.4 Research data: L2 ... 46

6.4.1 The process of providing feedback to library users using digital reference service (General digital reference model) ... 46

6.4.2 Training for librarians working with digital reference services ... 47

6.4.3 Barriers in providing digital reference services ... 47

6.4.4 How digital reference services can be improved ... 48

6.4.5 Future plans for digital reference services ... 48

6.4.6 Summary ... 49

CHAPTER SEVEN: DISCUSSION AND INTERPRETATION OF RESEARCH FINDINGS, CONCLUSIONS AND RECOMMENDATIONS ... 50

7.1 Introduction ... 50

7.2 The process of providing feedback to library users (General reference model) ... 50

7.3 Training and competencies of librarians working with digital reference services ... 51

7.4 Barriers in providing digital reference services ... 53

7.5 Conclusion ... 53

7.5.1 Digital reference service process in academic libraries in Namibia ... 53

7.5.2 Namibian academic libraries’ adherence to international standards of providing resources and training for librarians ... 53

7.5.3 Barriers encountered by academic libraries in providing digital reference services ... 54

7.6 Guidelines for further development of digital references services and sequence of actions ... 54

7.7 Area for further research ... 55

REFERENCES ... 56

APPENDICES ... 61

vii List of tables and figures

Table 1: Structure of the thesis ... 13

Figure 1: General digital reference model ... 26

Figure 2: Ask a librarian platform ... 38

Figure 3: Web library feedback form and chat box ... 40

Table 2: Number of interviewees by interview category ... 42

viii Abbreviations

CLS - Community library services ELS - Education library services FAQ - Frequently asked questions

IFLA - The International Federation of Library Associations ICT - Information Communication Technology

MDR - Management Development and Research in the Information Society MLS - Ministerial library services

NAN - National Archive Services

NIDA - Network for Information and Digital Access NLAS - Namibia Library and Archive Services NLN - National Library of Namibia

UK - United Kingdom

UNAM - University of Namibia

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CHAPTER ONE: INTRODUCTION 1.1 Introduction

Academic libraries are increasing their visibility on the Internet, and many are launching websites and exploring ways to expand their services by interacting with users and responding to user enquiries via the Internet, especially students enrolled on the distance mode of study. These services are called digital reference services.

Digital reference services are defined as “Internet based question-and-answer services that connect users with individuals who possess specialized subject or skills expertise” (Lankes &

Kasowitz, 1998, p. 8). These services are also known as Ask a librarian services. Digital reference services use human intermediaries or a librarian to clarify information needs and to determine the amount of information needed by the library user, as well as to provide answers to the users (Wasik, 1999).

Digital reference services are fast becoming part of today’s core library services, especially academic libraries. These services were necessitated mainly by two factors: 1) library users using the Internet for their information needs and, as a result, few come to libraries for help; and 2) the growing sense among librarians that they need to reach out to their users and bring them back to the library (Francoeur, 2001; Coffman & Mcglamery as cited in Kasowitz, 2001). These factors resulted in the introduction of ‘remote communication’ between librarians and library users, and a good number of libraries and other organisations around the world developed digital reference services, which mainly used electronic mail (e-mail) as a mode of communication (Kasowitz, 2001).

However, digital reference services need to be evaluated regularly. Evaluation is an important tool of giving feedback to libraries. Such feedback helps to improve service to users, to improve the process of delivering services and to justify the benefits of the service to decision makers (Lankes & Kasowitz, 1998). Kuruppu (2007) explains that the evaluation of digital reference services needs to be an ongoing process and an integral part of the service in order to understand how the service is used. Maharana & Panda (2005) noted that, if a digital reference service is to evolve successfully, librarians need to engage in ongoing evaluation of these services. Evaluation is vital for the planning and development of the services, as the evaluation results give feedback on the status of the services. Also, should there be problems in the delivery of services, the results from the evaluation can be used to intervene or as a means for planning and improving the service. Digital reference services also need to be evaluated in order to learn about their performance, trends, features, etc. (Pinto & Manso, 2012).

Digital reference services can be evaluated from two perspectives, namely, library-focused and

user-focused perspectives (Pomerantz, 2008 as cited in Pinto & Manso, 2012). Library focused

evaluation means evaluating librarians (digital reference librarians) dealing with the services and

getting an insight into their views, reflections and experience of the service. User-focused

perception perspective means doing a survey on the library users of the digital reference service

and getting users ’ views and comments on the digital reference services. Evaluation from the

above mentioned two perspectives is crucial for service development and planning. According

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to Pomerantz & Luo (2006), library reference services, be they digital or traditional services, are offered in an interactive setting that involves both library users and librarians. Thus, the two perspectives are crucial for library service evaluation.

Whitlatch (2001), proposed that before evaluating reference services, libraries need to determine why reference services need to be evaluated and what the library plans to do with the study outcome. Libraries can base their reference evaluation on the following:

Economics: the cost or productivity of services;

The process: aspects of librarian/reference system and user interaction;

Resources: books, indexes, databases, staffing levels, equipment, design of physical or electronic environment; or

Product/outcomes: information or knowledge that the users obtain (Whitlatch, 2001, p. 20).

1.2 Problem statement

Service evaluation must be integrated into any library’s operations and built into the implementation of any service (Novotny, 2001). The International Federation of Library Associations (IFLA) digital reference guidelines (2008) stipulate that libraries introducing digital reference services should conduct user surveys of both patrons and staff to monitor concerns, problems and questions from staff and patrons, and should implement changes to digital reference services based on statistical analysis and librarians ’ and patrons’ feedback. The evaluation of digital reference services should be equivalent to, and be part of a library’s regular evaluation of all its reference services. The evaluation results should be used to improve the service, as needed, through the adjustment of staffing, training and any other improvements indicated by the evaluation results (Reference and User Services Association [RUSA], 2004).

IFLA (2008) and RUSA (2004) have developed internationally accepted standards for creating and maintaining digital reference services. The IFLA and RUSA guidelines for implementing and maintaining digital reference services have several sections. One of the sections in each (IFLA and RUSA) guideline deals with the aspect of staffing and training. Among others, it stipulates that ‘initial and on-going training should be offered to help staff learn and retain these effective online behaviors’; management should ‘determine which staff member(s) will be responsible for making sure that reference standards are main tained’; and ‘staff should be provided time and resources for training and continuing education to ensure effective service’.

The above-mentioned aspects will be examined to determine whether these libraries have adhered to the IFLA and RUSA guidelines.

Since the digital reference services were introduced at the Polytechnic of Namibia library and the

University of Namibia library, no evaluation study has been done on these services, making it

difficult for these libraries to know whether they have achieved what they have set out to achieve

with these services; how well these services are working; and the challenges encountered by

librarians and library users using these services.

11 1.3 The purpose of the study

This study was a descriptive research. According to Neuman (2011, p. 38), “a descriptive research presents a picture of the specific details of a situation, social setting or relationship. ” It is a type of research that creates a set of categories or classifies types, clarifies a sequence of steps or stages, and reports on the background or context of a situation. It focuses on the ‘how’, and the ‘who’ questions (Neuman, 2011).

The purpose of this study was to evaluate digital reference services at the Polytechnic of Namibia and University of Namibia libraries (herein referred to as UNAM library). Two aspects were evaluated, namely, ‘Resources’ and ‘elements of general digital reference model’. The focus of this evaluation was the library-focused perspective, and librarians were used as the unit of analysis.

The study evaluated the aspect of ‘Resources’. A resource in this study refers to librarians’ skills and training. The study aimed at evaluating aspects of resources in terms of l ibrarians’

competencies (skills) to work with digital reference services and the support (training) they got from their libraries to be able to work comfortably with such services. The researcher also wanted to find out whether these two libraries complied with the IFLA and the RUSA digital reference services guidelines for choosing a librarian to be responsible for digital reference services and the training of these librarians.

The study also evaluated three elements of the general digital reference model. These elements are: question acquisition, answer formulation and tracking. The researcher wanted to determine the following: the process of providing feedback or answers to library users; the channels followed; why the librarians used or consulted these sources to provide feedback to users; and the duration it took to give an answer. To a lesser extent, the researcher wanted to find out the challenges or difficulties experienced by librarians in the process of providing answers to library users using digital reference services.

The evaluation was done at the Polytechnic of Namibia and University of Namibia libraries.

These two libraries were chosen because they were the only libraries in Namibia with significant electronic resources in the country and the only ones providing digital reference services in the country (Management, Development and Research in the Information Society [MDR], 2010).

This study was a summative evaluation study although it was conducted by an independent researcher, meaning the researcher does not work for any of the libraries mentioned above. The research was conducted after the digital reference services at the two libraries had been launched and operational. The researcher wanted to establish how the service was working and how the librarians were interacting with the service and library users.

Since evaluation studies can be done through comparing it against some standard or benchmark

to ensure that the program is carried out the right way, it is monitored throughout the

implementation process. Once it is completed, the program runs smoothly (Enhancing Education,

2013). The digital reference services at the above mentioned libraries were not evaluated after

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they were implemented, therefore this study evaluates these services against the IFLA and RUSA guidelines of implementing and maintaining digital reference services.

The findings of this study could contribute to a better understanding of digital reference services provided by the Polytechnic of Namibia and the University of Namibia libraries and contribute to the body of knowledge on the subject of digital reference services especially in an African context where few studies have been conducted on this subject. The two libraries could use the findings to improve digital reference services, plan for intervention and develop the services.

1.4 Research questions

The study was guided by the following research questions:

1. To what extent does digital reference service process followed by Namibian academic libraries follow the general digital reference model?

2. To what extent do these libraries follow the international standards of providing resources, especially staffing and training for librarians working with digital reference services?

3. What barriers do academic libraries encounter in providing digital reference services?

1.5 Limitations of the study

This study had several limitations. Firstly, the study concentrated only on academic libraries providing digital reference services in Namibia, leaving out all the other types of libraries in the country. Secondly, the evaluation of digital reference services was only done from the librarian’s perspective, and not from the user’s perspective. The study was further limited to librarians’

competencies and training. This was because if librarians working with digital reference services have received good training and competent in their work, they will have a certain level of comfort working with digital reference services.

Since the study was a case study of two libraries, the findings cannot be generalised to other libraries in Namibia that might have introduced digital reference services at the time of conducting this study or after the study was conducted. Finally, the participants regognised that they were being studied in the interviews and in the observations. This might have created an unnatural atmosphere, which might have influenced the research findings and caused some contradictions between what the librarians said in the interviews and what they did during the observations. However, the researcher spent adequate time with the participants to create as natural an environment as possible.

1.6 Structure of the thesis

This section of the chapter highlights how the thesis is organised. The thesis is structured as

indicated in Table 1 below:

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Chapter Heading Details

Chapter 1 Introduction This chapter gives a background to the study, the statement of the problem, the purpose of the study and the research questions.

Chapter 2 Literature review This chapter examines literature relevant to the study, focussing on digital reference services and their types;

evaluation studies and why they are important; staffing;

training and competency; question acquisition; and challenges experienced by libraries in providing digital reference services.

Chapter 3 Theoretical framework This chapter discusses the general digital reference model as the theoretical framework used in this study. The chapter also highlights the IFLA and RUSA guidelines that are used in the study to evaluate digital reference services.

Chapter 4 Research design and methodology

This chapter gives a description of the nature of study that was conducted, the population of the study, data collection procedure, research instruments, data analysis and presentation, and research ethics.

Chapter 5 Context of the study This chapter describes the background of Namibia, Namibia ’s education system, libraries in Namibia, the Polytechnic of Namibia and the University of Namibia. This background shows the context in which the libraries evaluated in this study were operating and the digital reference services offered by academic institutions in Namibia.

Chapter 6 Presentation of research data

This chapter presents the findings of the study, which include:

participants in the study; the process of providing feedback to library users using digital reference services; training of librarians working with digital reference services; barriers in providing digital reference services; and the future plans for digital reference services by the Polytechnic of Namibia library and the University of Namibia library.

Chapter 7 Discussion and

interpretation of research finding, conclusions and recommendations

This chapter gives a summary of the key findings of the study,

which include: the process of providing feedback to library

users, training and competencies of librarians working with

digital reference services, and barriers in providing digital

reference services. This chapter further gives the study’s

conclusions and recommendations.

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CHAPTER TWO: LITERATURE REVIEW 2.1 Introduction

This chapter examines the relevant literature on the necessary competencies and training required by librarians to work with digital reference services and for the process of answering library users ’ questions through digital reference services. The literature reviewed in this chapter was used as a point of reference for evaluation and as an aid in the development of the interview questions and of the observation checklist. The literature reviewed includes monographs, journal articles, empirical studies reports, IFLA and RUSA standards and guidelines, of which most have been accessed from the Internet through Borås University library, IFLA and RUSA websites.

Related literature on Namibia, Africa and indeed the developing countries is limited; hence the use of many references to the United States of America, Europe and, to a lesser extent, Asia.

This is not surprising as the area of digital librarianship is relatively new, particularly in Africa, as a number of academic libraries in Southern Africa are still struggling with problems associated with technological connectivity, poor infrastructure, collection development, and other issues (Buchholz, 2011).

One of the shortcomings in the existing literature consulted was that, relevant and up-to-date literature on recent studies on evaluation of digital reference services were not found, thus not so many recent literatures are cited in this chapter. This can be attributed to the limited research on the above stated purpose of this study.

Based on the purpose and subsequent research questions of this study the following concepts are discussed in this literature review:

 Digital reference services and their types;

 Evaluation studies;

 Staffing and training of librarians working with digital reference services;

 Competency of librarians dealing with digital reference services;

 The process of providing feedback to library users using digital reference services; and

 Challenges experienced by libraries in providing digital reference services 2.2 Digital reference services and their types

The term ‘digital reference service’ is commonly used interchangeably with the term ‘virtual reference services ’. The two terms are used in libraries to refer to the question and answer services provided by libraries. For purposes of this stud y, only the term ‘digital reference services’ is used.

Berube (2003) points out that digital reference services generally comprise the following elements:

1. The user of the service: A library user who has a question to ask, etc.;

2. The interface: E-mail, web form, chat, videoconference, etc.;

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3. The information professional: A librarian or information agent who will find and provide answers to the users; and

4. Electronic resources (including CD-based resources, web resources, local digitised material, print resources, etc.). These are sources of information where a librarian would get an answer.

There are two types of digital reference services, namely, asynchronous and synchronous digital reference services.

An asynchronous digital reference service is a service characterised by communication in one direction at a time. A library user may use a web-based e-mail, web form, or Ask a librarian service to enquire about his or her information needs from a librarian. Librarians use frequently asked questions, e-mail and e-resources, which are comprised of subject guides, lists, journals and other content, to provide answers to library users (Berube, 2003; Dollah & Singh, 2002;

Nicholas, 2011).

Dollah & Singh (2002) explain that asynchronous services encompass a time delay between the question and answer, especially with e-mail based, web form or ‘Ask a librarian’ services.

Asynchronous reference services “allow librarians to answer requests in their own time, after having conducted all necessary research, which might enhance the accuracy and completeness of replies” (Schachaf & Horowitz, 2008, p.127).

A synchronous service is described as ‘real-time’, with an immediate response to the query. It is a two way communication between a library user and a librarian over the Internet. The tools used for this communication are, among others, chat, instant messaging, Voice-Over Internet Protocol (VoIP) and web cam services (Berube, 2003; Dollah & Singh, 2002; Nicholas, 2011). With synchronous services, real time communication takes place between a library user and the librarian sitting in a library and using interactive technologies; e.g., a library user clicking a button on a web page to exchange messages with a librarian and getting feedback on their question instantly.

2.3 Evaluation studies

The terms ‘evaluation’ and ‘assessment’ are often used synonymously, and they both involve the collection of information to make decisions. However, evaluation is focused on aspects such as programs, products and projects, while assessment is focused on people, i.e., their aptitudes, attitudes and achievements (Reeves, Apedoe, Woo and Georgia, 2005).

The Research Council of the United Kingdom (UK) describes evaluation thus:

[It is] a process that takes place before, during and after an activity. It includes

looking at the quality of the content, the delivery process and the impact of the

activity or program on the audience(s) or participants. Taking the opportunity to

understand whether you achieved what you set out to, how well you did it, what

impact your activity has had and to reflect critically on both the activities and

processes will benefit you and your audiences (Research Council UK, n.d, p. 2).

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Similarly, Trochim (2006) defines evaluation as the systematic acquisition and assessment of information to provide useful feedback about some object.

Evaluation in any service implementation, for example in libraries, is important as it provides feedback to intended recipients, be they donors, staff members or other relevant stakeholders.

This feedback is useful as it helps to support the development of activities or services in a library, to ensure that the library performs better, and to evaluate the final impact of the library’s activities (Research Council UK, n.d.).

The focus for this study is the service evaluation from the librarian ’s perspective. Evaluation of services refers to:

“the process of identifying and collecting data about specific services or activities, establishing criteria by which their success can be assessed and determining both the quality of the service or activity and the degree to which the service or activity accomplishes stated goals and objective s” (McClure as cited in Novotny, 2001, p. 4).

This study was an evaluation research. One of the characteristics of an evaluation research is that it “investigates particular programmes or policies with the specific intention of weighting up their strengths/weaknesses and considering how things might be improved” (Denscombe, 2009, p. 11). Evaluation research is a type of research that tries to establish how well a program or a policy is reaching its intended goals and objectives (Neuman, 2011). According to Neuman, many evaluation studies focus on selected input or output, then on the entire process or program.

This study relates to Neuman (2011) definition of evaluation research in the context of establishing how well a program is reaching its intended goals and objectives. This study intends to establish whether the Polytechnic library and the University of Namibia library adhere to international standards of providing digital reference services.

The research findings are intended to inform the decision makers at the Polytechnic of Namibia and UNAM and to help them to plan better and improve their library services. Although Neuman (2011) noted that with a number of evaluation research findings, policy makers selectively use or ignore evaluation reports. Evaluation research findings inform and guide individuals and organisations to perform better. The findings are useful for co-workers and they need to be shared with the wider community so that they can learn from each other’s experiences (Research Council UK, n.d., p. 2). The researcher hopes that the two concerned institutions will use the findings to improve their services.

There are two types of evaluation research: formative evaluation and summative evaluation.

Formative evaluation refers to a program that has inbuilt monitoring or continuous feedback

that is meant for program management (Neuman, 2011, p. 29). Formative evaluation is carried

out during the development of the activity to test ideas, concepts, timings and prototypes of

representatives of the audience. Formative evaluation should be included in the implementation

plan. One needs to think about how much, if any, formative evaluation is really needed, as it

adds time and cost to an activity or a program. Formative evaluation is very useful in answering

uncertainty in the implementation of a program or activity. For example, with the

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implementation of digital reference services, if a librarian is unsure about how library users will receive or interact with the system, the librarian can test the service before it is launched.

Summative evaluation refers to an evaluation done at the end of the program or an evaluation that evaluates the outcome of a program (Neuman, 2011, p. 29). Summative evaluation looks at the outcomes of an activity or program and measures whether or not the program has met its objectives and whether or not it made an impact on the audience (Research Council UK, n.d.).

The goal of summative evaluation is to measure the level of success that has been obtained at the end of a program implementation. This can be done through comparing it against some standard or benchmark (Enhancing Education, 2013).

2.4 Importance of evaluation

According to Research Council UK (n.d.), evaluations keep programs on track. This means that evaluation ensures that the program is carried out the right way, that it is monitored throughout the implementation process, and that once it is completed, the program is running smoothly.

Evaluation also provides feedback on the service for internal improvement (Paulsen & Don, 2002). Evaluations of implementation are essential because they help to identify problems with program implementation before the program ends, so that changes in programs or interventions can still have an impact (Research Council UK, n.d.).

Summative evaluation of digital reference services or any other service at a library is important because it helps in answering key questions such as: Is the service accessible by the people (students, lecturers, general public, etc.) it is intended to serve? Is the service being implemented in a manner it was envisioned? What are the challenges encountered in implementing this service? Are the librarians satisfied with the performance of the service (in terms of software used, etc.), and if not, how can the service delivery be improved? How much does it cost to successfully implement this service?

Summative evaluation on digital reference services can help in the planning of improving services. The purpose of evaluating library services is to determine if a library is carrying out its mission and providing service to its users (Reeves et al. 2005; Lankes & Kasowitz, 1998).

Maharana & Panda (2005) note that the development and implementation of digital reference services are on the increase. They emphasise that if these services are to evolve successfully as bona fide library and information services, librarians need to engage in ongoing evaluation of such services, as evaluation is vital for planning and development.

2.5 Staffing of libraries providing digital reference services

Staffing for digital reference services should be considered right from when a library starts

planning for such services (Francoeur, 2001). This is crucial to the library because the

introduction of new services such as digital reference services requires additional staff. New staff

members could be employed for the digital reference services or existing library staff members

could be asked to take on the additional responsibility.

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The librarians who work with digital reference services need to be selected based on the following criteria: librarians ’ interest to work with digital reference services; their availability;

their enthusiasm towards digital reference services; good customer service skills; comfort with technology and electronic resources (Luo, 2007).

Nicholas (2011) noted that finding staff for digital reference services is a challenge. Many librarians already working in libraries resist working with digital reference services as it adds to their responsibilities. Moyo (2006) states that synchronous digital reference services are labour- intensive, as helping a library user requires a lot of time. Sometimes a librarian is required to do a search for the user or to compile a number of documents, then send them to the user. As a result, many libraries opt to hire more library staff or to form collaborations with other libraries and share these services.

2.6 Training of librarians working with digital reference services

According to Lankes & Kasowitz (1998), in a digital reference setting, training refers to the planned preparation of individuals involved in the creation, maintenance and operation of a particular digital reference service. This training is important because digital reference services are associated with innovative uses of technology that call for specific skills. Lankes and Kasowitz further stress that a library should develop and integrate a training program for its staff working with digital reference services at the time of implementation and throughout the period of offering the services.

Campbell, Jones & Shuttle (2002) conducted a study on the experience of the East Tennessee State University’s Sherrod library when this library initiated a digital reference service. Before this service was launched, reference librarians were given training, hand-outs with screenshots and detailed directions on how to work with digital reference services. This was a good example of how libraries should prepare their staff members should they want to introduce digital reference services.

Ronan (as cited in Luo 2009) identifies the following training needs for librarians working with digital reference service: software training, training on chat reference transactions, mentoring and on-going training. These are explained below.

 Software training

This refers to the training of librarians to understand the features and functions of the software employed to support digital reference services before they take on the job. This training is crucial because different chat software has different functionalities and interfaces. Software training is normally given by software developers or vendors. However, libraries can develop capacity in their IT librarians to train other librarians.

 Training on chat reference transactions

Because digital reference services are conducted in a digital environment, librarians are required

to have skills and knowledge that will enable them to work in such an environment. Therefore,

librarians working with digital reference services need training on online communication skills,

reference interview skills, web searching skills, knowledge of electronic resources, and

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knowledge of digital reference policies and procedures. Training on digital reference transaction is important for librarians as it helps them to understand how to answer users’ questions in a chat session.

 Mentoring

Mentoring is concerned with guiding and giving personal assistance to librarians who do not have enough experience and exposure to digital reference services by more experienced librarians. Mentoring helps to reduce their fear of learning new technologies.

 On-going training

Librarians working with digital reference services need on-going training or refresher sessions on a regular basis so that they can stay abreast with the updates on digital reference services. These refresher sessions will also help librarians to increase their level of comfort working with digital reference services.

Librarians responsible for responding to questions via digital reference services should be given enough training on how to use such services to be competent and work comfortably at the digital reference desk (Nicholas, 2011). This training should include responding to e-mails, conducting reference interviews, and other related tasks.

Only through up-to-date training can librarians expand their knowledge and refine their skills in response to the changes brought by social and technological development (Luo, 2009). Lankes

&Kosowitz (1998) re-enforce that although librarians assigned to work with digital reference services are competent in physical (face-to-face) reference services, the librarians should be trained on providing digital reference services to raise their competency, skills and comfort level in working with such services.

Campbell et al. (2002) recommend that training for librarians who work with digital reference services should be timely and on- going. They emphasise that “training and support at the actual implementation time is also important, so that no one feels stranded and panicking the moment they receive their first referen ce question” (2002, p. 308).

All reference staff providing digital reference services should receive similar training if they are expected to provide similar quality service (Kawakami & Swartz, 2003). This is to ensure consistency in the provision of digital reference services to users and also to allow the staff members to learn at the same pace.

Libraries offering digital reference services need to develop a comprehensive training plan for their librarians. The training plan or documents should spell out the training materials, activities and tools to train the librarians. Such planning is necessary for the preparation of effective staff (Wasik, 1999).

2.7 Competency of librarians dealing with digital reference services

The IFLA guidelines (2008) stipulate that the key skills a digital reference librarian should have

include: multi-tasking; clear communication skills, especially writing skills; database and online

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searching skills; interviewing skills (to compensate for lack of visual and auditory cues); and knowledge of reference resources.

The IFLA guidelines agree with the findings of a study by Luo (2008b), which identified the following digital reference service (chat reference) competencies:

 Reference interview skills. This competency includes: referring users to appropriate resources; using open probes to clarify questions; recognising when follow-ups are necessary, offering a personal greeting at the beginning of a chat session to provide clear interest and willingness to help; and confirming the satisfaction of users ’ information needs.

 Familiarity with electronic resources. This competency includes: librarians’ skills in selecting and searching databases and Internet resources; familiarity with subscribed library databases; a wide-ranging knowledge of Internet resources; and rapid evaluation of the quality of information resources and services.

 Ability to work under pressure. This competency includes: the ability to think quickly and deal flexibly with unexpected situations in chat reference sessions; the ability to manage multiple tasks; and skills in time management.

 Online communication skills. This competency includes mastery of online real-time written communication skills and understanding and appreciation of the online culture and chat etiquette.

 Instructional role. This competency includes the ability to take the instructional role to educate users to augment their level of information literacy and the ability to provide peer instructions to colleagues in obtaining chat reference skills.

 Ability to recognise different groups of users. This competency includes the librarian’s ability to understand different users and answer their questions using different techniques.

 Ability to handle irregularities of user behaviour. This competency includes the librarian ’s ability to deal with any kind of inappropriate use of digital reference services, e.g., abusive excessive demand from users, rudeness of users, etc. (pp. 308-309).

Strong (2006) suggests that librarians working with digital reference services should have

competencies such as being proactive, knowledgeable, well trained in active listening, able to

respond to all enquiries and be neutral in their opinions about the information provided. While

Francoer (2001) suggests that librarians working with digital reference services should have

good searching skills, the ability to write concise messages and the ability to deal with stressed

and demanding users. This is commendable as many librarians working with digital reference

services are used to face-to-face and traditional reference services. They require new skills to be

able to thrive in a digital environment.

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Rodwell (2001) notes that, with changes in the reference services and digital environment, librarians are required to advance technological skills that are required by current practices.

Rodwell further states that sound and up-to-date subject expertise, in the broad sense, allows the librarian to be a ‘dynamo’ in the information gathering process.

Librarians working with digital reference services need to be knowledgeable of a wide range of relevant resources beyond the collections of their libraries. Also, having the know-how of accessing these resources is important because of the changing role of subject librarians as they need to offer intellectual advice to clients through digital reference services (Rodwell, 2001).

Librarians can only do this if they have good training and knowledge of their libraries ’ collection.

Rodwell (2001) concludes that subject expertise required for a good service needs to be analysed. Such expertise goes beyond mere broad- or narrow-subject knowledge. It involves an understanding of the dynamics of production and dissemination of information in a particular field and how it is received and accessed by clients.

2.8 Challenges experienced by libraries in providing digital reference services

The reviewed literature revealed that creating and maintaining digital reference services comes with a number of challenges. Many libraries have struggled to maintain consistent quality of service for their user populations or to serve and to respond to piles of questions on time (Wasik, 1999). Another challenge of asynchronous digital reference services, especially e-mail, is that library users do not often get prompt responses from librarians. A challenge from the librarians ’ side is that they do not have a chance to conduct reference interviews, which are crucial to determining the library users ’ needs, as library users sometimes ask incomplete questions (Kasowitz, 2001).

Moreover, reference interviews conducted via e-mail and web forms do not occur in real time.

Also, they are either limited or non-existent because answers to these questions will take longer than answers to questions posed in person, by telephone, in chat rooms, or over videoconferencing. Answers to a simple question sent over e-mail or the web may take up to twenty-four hours to be seen by the library user. If the request is complicated or unclear, it could take even longer (Nicholas, 2011; Smith, 2001).

Another challenge explained by Smith (2001) is that librarians can easily misinterpret reference

requests sent over e-mail or the web because they will not have the benefit of clues such as the

requestor’s gestures, facial expressions and tone of voice. Although this can be minimised in

cases where the library has ‘chat’ services or other real time services, these services are only

available when a reference librarian is on duty. Remote researchers would therefore not be able

to send reference requests twenty-four hours a day as they could with e-mail or web form

reference services.

22 2.9 Summary

The literature review conducted gave a definition and understanding of two types of digital reference services, namely; asynchronous services and synchronous services. These definitions are important as they shed light in the type of digital references services the two libraries are providing. From the definitions of the types of digital library services, it is evident that the two libraries provide asynchronous services.

Best practices of digital reference services show that service evaluation is important as it provides feedback on a number of aspects of the service to the library. Furthermore, the feedback is useful as it helps to support the development and improvement of digital reference services in a library.

Challenges facing the many libraries providing digital reference services, especially asynchronous services include the inability to provide prompt responses from librarians to library users and the challenge of conducting an interview in real time.

The issues highlighted above were important to this study as they informed the researcher and

acted as a benchmark for formulating the research instruments namely; the interview guide and

the observation checklist. Without the above mentioned key sources, it would have been difficult

to design informed research instruments.

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CHAPTER THREE: THEORETICAL FRAMEWORK 3.1 Introduction

Theoretical frameworks (also known as a theoretical paradigm) “are more than a formal or substantive theory and include many specific formal and substantive theories that may share basic assumptions and general concep ts in common” (Neuman, 2011, p. 85). A theoretical framework in a study ‘introduces’ and ‘describes’ a theory that explains why the research problem under study exists (Trochim, 2006).

A theoretical framework is important in a study because it provides assumptions and concepts in the form of their definitions and explanation (Neuman, 2011; Trochim, 2006). A theoretical framework links a study with existing knowledge in a subject discipline. It also allows a researcher to gain an understanding about various aspects of the phenomenon studied and to explain the meaning, nature and challenges of the phenomenon (Trochim, 2006).

3.2 General digital reference model

The study used the general process model of asynchronous digital reference services. A general digital reference model is derived from the virtual reference desk project in 1998. This process is generally applicable to all different asynchronous digital reference services e.g. email, web form, ask a librarian etc. (Pomerantz, Nicholson, Belanger and Lankes, 2004).

According to the general digital reference model, there are five fundamental components that exist in the methods used by digital reference services, namely:

1. Question acquisition: This includes all issues related to the process of obtaining information from a user. This includes not only the user’s question, but also question categorisation and user identification information, via e-mail, web forms and chat services.

2. Triage: The question progresses to a pool of possible responses. Questions are queued according to some criteria such as date received, etc. The questions are attended to by a reference librarian or subject expert. This step may be automated or conducted through human decision support.

3. Answer formulation: This includes all actions taken by the subject expert to generate a response to a question, including sending the response to a reviewer or directly to the user.

4. Tracking: This includes identifying popular subjects based on topics mostly inquired by the library users. Tracking allows librarians to identify the common or frequent questions or issues arising from users (hot topics). Tracking can also be referred to as frequent asked questions (FAQs).

5. Resource creation: This involves the use of tracking data to build or expand collections to

better meet users ’ information needs (Pomerantz, et al. 2004, p. 348).

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In various literatures , the general digital reference model is used as a tool to validate Lankes’

model (1998), to expand the existing general process model and, if necessary, to create a software application to manage questions received electronically by a digital reference service (Pomerantz et al. 2004).

The general digital reference model has five components. However, the researcher selected three components on which the evaluation was based. The three components were selected because the researcher deemed them as key components of the model and since there were no study done before on the digital reference services, the researcher wanted to determine how the Polytechnic and UNAM libraries are handling and dealing with library users on the digital space. The three components of general reference model studied are:

Question acquisition. The study evaluated the process followed by the two libraries to acquire queries, the platform they use, types of questions asked, and how questions are prioritised.

Digital reference service question acquisition, also known as reference service transaction is a process of communication between a library user using or asking questions through digital reference services and a librarian, who then receives the questions, consults the information sources at his disposal, and then provides an answer (Berube, 2003).

Answer formulation. The researcher wanted to determine the librarians responsible for attending to queries and provide answer to the users, the time frame they take to give a response, sources they consult and how are answers provided.

Librarians working with digital reference services receive questions from library users, be it through e-mail or through an Ask a librarian service. Librarians then evaluate incoming questions and decide on an appropriate way to respond. The librarians check in the previously asked questions in the archive for answers. If no suitable answer is found, the question is referred to an expert for an answer. The expert then provides the required answer, which might be an actual answer or a referral to other sources of information or both. These answers are then sent to the user via e-mail or on the website (Wasik, 1999). A library user asks a question and the librarian search for the information requested by the user, depending on the type of question. If the answer is readily available, the librarian will provide the answer right away. However, if a question is not clear, the librarian follows up on the user’s question with a telephone call, fax, in person or through regular mail interactions (RUSA, 2004).

For the above process to be successful, “it must be delivered by a knowledgeable and a well- trained staff that provides accurate, comprehensive information to customers” (Strong, 2006, p.

337). There are a number of factors that contribute to an unsuccessful digital reference service

transaction. For instance, a librarian might be technologically proficient, but might supply an

inaccurate answer to a user; or a librarian might have very good software, but might take a long

time to respond with a ‘comprehensive’ answer. A successful digital reference transaction goes

beyond mastering the mechanics and technical aspects of the software (Kawakami & Swartz,

2003).

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The success of digital reference service transactions is determined by the following indicators:

the quality of the answer provided by the librarians, reference interview and broken chat sessions. The quality of the answer refers to completeness , i.e., how completely users’ questions are answered in a chat reference session and correctness, i.e., the level of accuracy of the answer provided by chat reference librarians (Luo, 2008a).

Tracking. The study evaluated whether the two libraries have a tracing system that records the popular questions or frequently asked questions, if they have a FAQs platform or an archive of previously asked questions, and if the archive is frequently updated. FAQs are the simplest forms of interacting and communicating with users in digital environment (Malik, 2013). In literature libraries FAQs are used to evaluate the quality of library websites (Yazdi &

Deshpande, 2013).

According to Pomerantz et al (2004), this model is applicable to all asynchronous digital

reference services and might employ variations of process. For example, the process of assigning

questions to librarians might be done automatically. Experts in the library can be linked to the e-

mail system and receive queries when they are posted on the system, or a person can be assigned

to direct queries to individuals concerned with the questions. The process model might even skip

one or two steps in the process. For example, when a question comes in, it might skip a triage

centre and go directly to the expert (librarian), and the process might even skip the question and

answer (Q&A) archive stage. Figure 1 below illustrates the question/answer process of the

general digital reference model.

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(Source: Pomerantz et al. 2004)

A conceptual framework reveals a level of convergence in the unpredictable online environment.

By identifying a set of common methods in the question/answer process, an organisation may develop a series of planning documents to assist in the creation and on-going maintenance of digital reference services (Lankes & Kasowitz, 1998).

3.3 IFLA and RUSA guidelines used to evaluate digital reference services

IFLA and RUSA, in their pursuit to promote digital reference services best practices on an international level, set up guidelines to regulate how digital reference services. In this study, the IFLA and RUSA guidelines are used as theoretical framework because these guidelines serve as standards that need to be followed by libraries providing digital reference services in order to ensure the uniformity of digital reference services provided by libraries worldwide. These guidelines are used in this study to determine whether the Polytechnic and UNAM library has followed them in implementing and maintaining digital reference services especially with regard to staffing and training.

The IFLA and RUSA, guidelines in relation to librarians working with digital reference services

stipulate that:

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 Digital reference service responsibilities should be shared among staff to ensure continuity of service;

 When possible, staff should be trained for all reference services (face-to-face and digital) to provide greater depth of knowledge and flexibility for staffing;

 Library staff conducting digital reference should be selected on the basis of ability, interest, availability and skills to use the supporting technology;

 Staff should be provided time and resources for training and continuing education to ensure effective service (RUSA, 2004).

 The library should determine who trains librarians and set aside the time and schedule for staff training and orientation and professional development.

 Key skills a digital reference librarian should have include: multi-tasking, clear communication skills especially in writing, database and online searching skills, interviewing skills to compensate for lack of visual and auditory cues, and knowledge of references sources;

 Update training as necessary, and encourage and enable staff members to meet regularly to discuss their experiences and new developments in the field of digital reference services (IFLA, 2008).

The IFLA and RUSA guidelines suggest that digital reference service evaluation should be equivalent and part of a library’s regular evaluation of all its reference services. Libraries should conduct user surveys of patrons and staff and monitor concerns, problems and questions from staff and patrons. This evaluation should be used to improve the service as needed through adjustment of staffing, levels of staffing, service parameters, training, or other improvements as indicated by the evaluation results. It is against this background that this study was conducted.

3.4 Summary

The elements or component of general digital reference model that was used to evaluate the

reference services are: question acquisition, answer formulation and tracking. These components

were integrated with the following aspects of IFLA and RUSA guidelines ‘personnel’ and

training for librarians working with digital reference services. This was done in view of

determining whether the librarians responsible for attending to users through digital reference

services are well prepared by these libraries e.g. provided with enough training. The study

evaluated the content of the librarians training to determine if they get necessary skills required

for them to work with digital reference services. The skills include, searching skills and

interviewing skills etc.

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CHAPTER FOUR: RESEARCH DESIGN AND METHODOLOGY 4.1 Introduction

This chapter describes the research design and methodology used in the study. The main focus of the study was the evaluation of digital reference services, with an emphasis on librarians working with these services.

4.2 Types of evaluation studies

The method of study for evaluation of services depends on the type of information one needs. A number of service evaluation studies have used cost-benefit analysis, usability studies, web log analysis and statistics (Novotny, 2001).

This study was a case study that used qualitative research meth ods. A case study is “an in-depth examination of an extensive amount of information about very few units or cases for one period or across multiple periods of time” (Neuman, 2011, p. 42). Case studies examine individuals, groups, organisations, events, etc. According to Creswell (2009), with case studies, a researcher explores in depth a program, activity, process or one or more individuals. Case studies help in gaining a deeper understanding of the individual ’s circumstances in a unique setting (Novotny, 2001). Case studies often use document search, artefacts, interviews and observation (Shields, n.d.). In this study, a case study was used to examine librarians working with digital reference services at the Polytechnic of Namibia and University of Namibia (UNAM) libraries. Interviews and observation were used as the means of collecting data.

There are three types of case study, namely, explanatory, descriptive and exploratory. An explanatory case study generally answers ‘how’ and ‘why’ questions. The researcher has little control over the actual event. Explanatory case studies focus on phenomena in some real life context. A descriptive case study traces the sequence of interpersonal events over time, describes a culture or subculture and seeks to discover key phenomena. An exploratory case study generally begins with ‘what’ or ‘who’ questions and often precedes a more in-depth study (Shields, n.d).

This study adopted the descriptive case study, with an intention to describe the general reference model used by the Polytechnic of Namibia and University of Namibia librarians, to assess the librarian s’ skills and training and to examine the challenges encountered by the librarians in providing digital reference services at the two institutions.

A case study has many advantages. For example, it clarifies the researcher’s thinking, allows a researcher to link abstract ideas with the concrete, specific case that the researcher is observing in detail. A case study provides for further discovery and problem solving and explores the boundaries between related concepts. Case studies also have the ability to make visible the details of social processes and mechanisms by which one factor affects others (Neuman, 2011).

There are, however, some disadvantages in employing the case study method. For example, the

data are often unique to the studied event and case studies do not provide for the generalisation